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Doctor of Philosophy Sociology of Education

This multidisciplinary doctoral program will equip you with critical theoretical foundations of education and social change as you develop expertise in qualitative and quantitative sociological research methods, sociological theory, and the sociology of education.

Degree Details

Official degree title.

PhD in Sociology of Education

Academic and Professional Objectives

Selected recent dissertation titles, alumni placements, funding for full-time phd students.

The academic objectives of the doctorate are twofold:

• To prepare students to think sociologically and to use the research methods of sociology.
• To train students to analyze educational problems and issues using the knowledge, concepts, and research methods of sociology.

The professional objectives of the doctorate are also twofold:

• To prepare professors of educational sociology for schools and colleges of education or for universities with specializations in the area of sociology as it applies to education.
• To prepare researchers that can conduct basic and applied research in various public and private institutions in order to advance both the practice of education and the study of sociology.

Noga Admon. Hispanic Students and the Decision to Attend a Community College .

Marci Borenstein (proposal). Organizing Immigrant Family Involvement: A Comparative Study of Two Urban Public Elementary Schools .

Jean Dauphinee. Factors Influencing the Institutionalization of Reading Recovery: A Survey of Schools in New York and New Jerse y.

Karly Sarita Ford. Seeking Their Own Kind: Educational Homogamy and Social Stratification .

Jehanzaib Khan. School or Madrassa? Parents’ Choice and the Failure of State-run Education in Pakistan .

Christina López (proposal). Moving Up the Education Ladder: Second-Generation Dominicans in Higher Education .

Steven Oliver. Exploring the Utilization of Institutional Support Structures by Black Males on a Predominantly White Campus .

Catherine Wynne. An Analysis of Institutional Commitment and Goal Commitment at a Community College .

The list below includes initial or current positions for graduates of the Sociology of Education doctoral program in the past decade.

• Research Associate, Research Alliance for NYC Schools
• Assistant Professor of Education, Montana State University
• Senior Fellow of Research, The Graduate Center, City University of New York - Center for Urban Research
• Senior Research Associate,  Hope Center for College, Community, and Justice, College of Education - Temple University
• Managing Director, Hope Center for College, Community, and Justice, College of Education - Temple University
• Assistant Professor of Sociology, Cal State University - Long Beach
• Assistant Professor of Special Education, Hunter College
• Assistant Professor in Ed Policy Studies, Penn State University

If you are accepted as a full-time NYU Steinhardt PhD student without an alternate funding source, you are eligible for our competitive funding package, which includes a scholarship and tuition remission.  Learn more about our funding opportunities . 

Questions 

If you have any additional questions about our degree, please feel free to contact us at [email protected] .

Lisa M. Stulberg

Associate professor of sociology of education.

L'Heureux Lewis-Mccoy

Mercy Agyepong

Assistant professor of sociology of education.

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Education, culture, and society, doctor of philosophy (ph.d.), you are here, interdisciplinary doctoral research on the social and cultural dimensions of education ..

The Ph.D. in Education, Culture, and Society provides a rigorous theoretical and methodological framework for the study of education, focusing on social, cultural, political, and normative dimensions. Following a rich academic curriculum centered in social theory and qualitative research methods, the program invites students to interrogate and contribute to scholarship on the social and cultural contexts of learning, both inside and outside of schools.

What Sets Us Apart

About the program.

In the Education, Culture, and Society Ph.D. program, students become part of a professional academic community—through their research apprenticeship, formal coursework, informal seminars, cross-cohort experiences, and research group participation.

Fall: 4 courses; Spring: 4 courses

Research apprenticeship 20 hours per week, working on active faculty research project

Culminating experience Dissertation

Transfer courses accepted Up to six courses with faculty approval

The Education, Culture, and Society Ph.D. program explores educational processes, in and out of schools, focusing on their social, cultural, political, and normative dimensions. Research and teaching in this program interrogates tacit presuppositions about human nature and society that lie behind both popular and academic understandings of education, hoping to illuminate educational problems and prospects in more productive ways.

Education, Culture, and Society provides various tools to facilitate such interrogation: strong grounding in social theories that conceptualize the human world; study of theories and methods from such academic disciplines as anthropology, history, philosophy, political economics, and sociology; exposure to ways of life practiced in other parts of the world and to the rapid change brought by the increased movement of people and ideas in the contemporary world; and practice with ethnography and other methods that allow researchers to discover others’ categories and practices instead of imposing their own. 

The doctoral program in Education, Culture, and Society not only provides a powerful theoretical and methodological framework for the study of education, but also helps students develop a foundation upon which new models of education can be built. Following a rich academic curriculum centered on social theory and qualitative research methods, the program invites students to interrogate and contribute to the scholarship on the social and cultural contexts of learning, both inside and outside of schools.

The Ph.D. program includes formal courses, mentored research, and informal seminars. Students must complete 16 courses and participate in a mentored research apprenticeship. To complete the course of study, students take a set of written examinations in their area of specialization and complete a dissertation on a problem in education.

Most students supplement their educational studies with significant coursework in a discipline of their choosing, including anthropology, sociology, history, urban studies, philosophy, or linguistics. It is possible to pursue a joint Ph.D. degree in Education and Anthropology, Sociology, Political Science, Africana Studies, or History.

For information on courses and requirements, visit the  Education, Culture, and Society Ph.D. program in the University Catalog .

Sample Courses

Co re and foundations courses.

• Doctoral Proseminar on Education Research (required)

Introductory Methods Courses

Methods courses prepare students in both the practical and theoretical implications of collecting, interpreting, analyzing, and presenting data on the human condition broadly—and education/learning in particular. Options include courses such as:

• Introductory Statistics for Educational Research (housed in the Division of Quantitative Methods)
• Qualitative Modes of Inquiry (Doctoral Level)

Advanced Methods Courses

Advanced courses build on introductory ones. Options include courses such as:

• Craft of Ethnography
• Advanced Qualitative and Case Study Research
• Methods of Discourse Analysis
• Ethnographic Research Methods

Sample Social Theory Courses

Theory courses are centrally concerned with preparing students to draw on, understand, and contrast theoretical frameworks within the context of seminal scholarly figures and traditions. Options include courses such as:

• Culture/Power/Subjectivities 

Berkowitz Fellowship in History of Education

Jonathan Zimmerman, a professor of the history of education in Penn GSE’s literacy, culture, and international education division, has been named the Judy & Howard Berkowitz Professor in Education. Using the proceeds from the Berkowitz Chair, Dr. Zimmerman is launching the Berkowitz Fellowship in History of Education beginning Fall 2021. It will help fund a fifth year of study for doctoral students who are admitted in tandem to the Graduate School of Education and the School of Arts & Sciences department of history, where Dr. Zimmerman holds a secondary appointment. Berkowitz Fellows will receive a joint Ph.D. in education and history, the only funded joint degree between a school of education and a history department in the United States. Those pursuing joint doctoral study with Education, Culture, and Society and Penn’s Department of History may be eligible to extend their funding through the Berkowitz Fellowship. Interested candidates should contact Professor Jonathan Zimmerman at [email protected] .

Our Faculty

Our faculty bring together expertise in philosophy, anthropology, sociology, and history as scholars in education. Please contact our program for information on selecting a faculty advisor. 

Affiliated Faculty

Our affiliated faculty members are valued as part of our intellectual community, and students are encouraged to take their courses and connect on research matters and for mentorship. 

Asif Agha Professor of Anthropology, Penn Arts & Sciences Ph.D., University of Chicago

Nikhil Anand Associate Professor of Anthropology, Penn Arts & Sciences Ph.D., Stanford University

Mia Bay Roy F. and Jeannette P. Nichols Professor of American History, Penn Arts & Sciences Ph.D., Yale University

Nicole Mittenfelner Carl Director, Urban Teaching Residency Program Ed.D., University of Pennsylvania

Camille Z. Charles Walter H. and Leonore C. Annenberg Professor in the Social Sciences, Penn Arts & Sciences Ph.D., University of California, Los Angeles

Karen Detlefsen Vice Provost for Education Ph.D., University of Toronto

Ameena Ghaffar-Kucher Senior Lecturer Ed.D., Teachers College, Columbia University

Leigh Llewellyn Graham Lecturer Ph.D., Columbia University

Mauro F. Guillén William H. Wurster Professor of Multinational Management, The Wharton School Ph.D., Yale University

Amy Gutmann Former President and Christopher H. Browne Distinguished Professor of Political Science, Penn Arts & Sciences Ph.D., Harvard University

Emily Hannum Professor of Sociology and Education, School of Arts & Sciences Ph.D., University of Michigan 

Jessie Harper Lecturer, MSW Program, Penn Social Policy & Practice Ed.D., University of Pennsylvania

Jasmine Harris Professor of Law, Penn Carey Law J.D., Yale Law School

Nancy H. Hornberger Professor Emerita of Education Ph.D., University of Wisconsin-Madison

Richard M. Ingersoll Professor of Education and Sociology Ph.D., University of Pennsylvania

John L. Jackson, Jr. Provost Ph.D., Columbia University

Jerry A. Jacobs Professor of Sociology, Penn Arts & Sciences Ph.D., Harvard University

Michael C. Johanek Senior Fellow Ed.D., Teachers College, Columbia University

Andrea M. Kane Professor of Practice, Education Leadership Ph.D., Northcentral University

Annette Lareau Professor of Sociology, Penn Arts & Sciences Ph.D., University of California, Berkeley

Kristina Lyons Assistant Professor of Anthropology, Penn Arts & Sciences Ph.D., University of California, Davis

Ranah McKay Associate Professor of History and Sociology of Science, Penn Arts & Sciences Ph.D., Stanford University

Jennifer Morton Presidential Penn Compact Associate Professor of Philosophy Ph.D., Stanford University

Hyunjoon Park Korea Foundation Professor of Sociology, Penn Arts & Sciences Ph.D., University of Wisconsin, Madison

Alex Posecznick Adjunct Associate Professor Ph.D., Teachers College, Columbia University

John L. Puckett Professor Emeritus of Education Ph.D., University of North Carolina

Rogers Smith Christopher H. Browne Distinguished Professor Emeritus of Political Science, Penn Arts & Sciences Ph.D., Harvard University

Deborah Thomas R. Jean Brownlee Professor of Anthropology, Penn Arts & Sciences Ph.D., New York University

Greg Urban Arthur Hobson Quinn Professor of Anthropology, Penn Arts & Sciences Ph.D., University of Chicago

Daniel A. Wagner UNESCO Chair in Learning and Literacy Ph.D., University of Michigan

Our Graduates

The Ph.D. in Education, Culture, and Society prepares students for careers as researchers, particularly within universities, but also in research institutes, government agencies, and non-profit organizations.

Alumni Careers

• Assistant Professor, Cleveland State University
• Assistant Professor, Emory University
• Assistant Professor, Stanford University
• Clinical Associate Professor, NYU Center for Global Affairs
• Global Director of Talent Development, Genworth Financial Faculty, American University
• Lead Researcher and Policy Analyst, United Federation of Teachers
• Lecturer, Columbia University
• Professor, Villanova University
• Visiting Assistant Professor, Swarthmore College

Admissions & Financial Aid

Please visit our Admissions and Financial Aid pages for specific information on the application requirements , as well as information on tuition, fees, financial aid, scholarships, and fellowships.

Contact us if you have any questions about the program.

Graduate School of Education University of Pennsylvania 3700 Walnut Street Philadelphia, PA 19104 (215) 898-6415 [email protected] [email protected]

Alex Posecznick, Ph.D. Program Manager and Associated Faculty (215) 573-3947 [email protected] 

Paula Rogers Program Assistant (215) 898-5023 [email protected]

Please view information from our Admissions and Financial Aid Office for specific information on the cost of this program.

All Ph.D. students are guaranteed a full scholarship for their first four years of study, as well as a stipend and student health insurance. Penn GSE is committed to making your graduate education affordable, and we offer generous scholarships, fellowships, and assistantships.

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Ethnography in Education Research Forum

Convened by the Center for Urban Ethnography at Penn GSE since 1980, the Ethnography in Education Research Forum is the largest annual meeting of qualitative researchers in education.

Urban Education Journal

The Penn GSE Perspectives on Urban Education journal is an electronic, student-run publication and interactive forum to investigate critical issues in urban education.

You May Be Interested In

Related programs.

• Education, Culture, and Society M.S.Ed.
• Reading/Writing/Literacy Ph.D.
• Reading/Writing/Literacy Ed.D.
• Interdisciplinary Studies in Human Development Ph.D.
• Education Policy Ph.D.

Related Topics

Sociology of Education (PhD)

Program description.

This multidisciplinary PhD program in Sociology of Education prepares graduates to analyze educational problems and issues and social change using the theoretical tools and research methods of sociology. Students are expected to become thoroughly familiar with primary perspectives, theories, and questions of the discipline of sociology and the field of sociology of education. Candidacy, dissertation proposal, and dissertation are required. The Sociology of Education PhD program is 48 credits for students who matriculate with an MA and 65 credits for students who matriculate with a baccalaureate degree only.

The program prepares professors of educational sociology for schools and colleges of education or for universities with specializations in the area of sociology as it applies to education and researchers who can conduct basic and applied research in various public and private institutions in order to advance both the practice of education and the study of sociology.

Admission to graduate programs in the Steinhardt School of Culture, Education, and Human Development requires the following minimum components:

• Statement of Purpose
• Letters of Recommendation
• Transcripts
• Proficiency in English

See  NYU Steinhardt's Graduate Admissions website  for additional information on school-wide admission. Some programs may require additional components for admissions.

See How to Apply for admission requirements and instruction specific to this program.

Program Requirements

Comprehensive examination, dissertation proposal, dissertation and final oral examination, additional program requirements.

After completing most of their coursework, and generally by the fall of their third year, students take an oral comprehensive examination. The exam consists of an oral examination in two areas: a list of core books and articles that our program considers to be foundational to the field of Sociology of Education and a list of readings, both theoretical and empirical, in an area of the student's specialization. 

Once a student has passed the comprehensive exam, they advance to candidacy. At this point, they focus on preparing a dissertation proposal, which is approved by the student's dissertation committee and then by two outside readers during an oral dissertation proposal defense. Generally, the proposal is written and reviewed by the end of the third year of full-time doctoral study.

During this stage the candidate will collect and analyze the data required for the dissertation, complete the writing of the dissertation, and have a final oral examination. This stage ordinarily takes one to two years when attendance is full-time.

Sample Plan of Study

Following completion of the required coursework for the PhD, students are expected to maintain active status at New York University by enrolling in a research/writing course or a Maintain Matriculation ( MAINT-GE 4747 ) course.  All non-course requirements must be fulfilled prior to degree conferral, although the specific timing of completion may vary from student-to-student.

Learning Outcomes

Upon successful completion of the program, graduates will:

• Display an expertise in an area of specialization in the sociology of education through the production of a high-quality MA thesis.
• Think critically, undertake systematic investigations and research, and communicate effectively orally and in writing to academic and non-academic audiences.
• Ask research questions and formulate problems using a broad range of theoretical and methodological tools.
• Demonstrate knowledge of the larger social and cultural contexts that shape educational institutions and human learning.

NYU Policies

Steinhardt academic policies.

University-wide policies can be found on the New York University Policy pages .

Additional academic policies can be found the  Steinhardt academic policies page . 

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• Sociology and Education

Sociological Imagination

Our program prepares change agents to challenge the inequality within our schools through a deep understanding of its social, political and economic causes.

Welcome to the Sociology & Education program

The sociological examination of education has a long tradition at Teachers College, a graduate school with a strong commitment to social justice. Our Sociology and Education program, one of the oldest and most revered such programs in the nation, provides a curriculum that supports students in developing and fostering their “sociological imagination” – or an understanding of the relationship between micro-level day-to-day experiences and the larger, macro-level structures in which we all live, between our biography and the arc of history. Many students come to our program after having experienced first-hand the impact of inequality in their lives and/or the lives of students they teach. They seek answers to their questions about the larger educational system, the policies that perpetuate inequality, and the disparate impact on students across place, race and gender identity, and socio-economic status.  They want to know how things came to be the way they are today. Through this micro-macro lens, our program enables students to understand educational and social inequality through the careful analysis of evidence. Our coursework and the research opportunities prepare change agents to challenge the inequality within our schools through a deep understanding of its social, political and economic causes.

Our curriculum features a set of Core Requirements in the Foundation of Social Analysis of Education, Education and Social Inequality, Education and Social Organization, and Education and Social Change. The program also requires students to learn both quantitative and qualitative research methods for all of our degree programs. Our students can also opt to complete the Policy Concentration requirements. Our Master’s students choose between taking a Comprehensive Exam or completing an Integrative Project, or a Master’s Thesis, as their Culminating Experience. Doctoral students will complete a Certification Exam and research and write a dissertation.

The curriculum emphasizes the social context of schools in both cities and suburbs; the organization and structure of schooling; and the intersection of race, ethnicity, social class and gender with educational policies and practices. Students are trained in both quantitative and qualitative research methods. Hands-on research opportunities are available on a wide range of projects, including those examining racial segregation, urban gentrification, conditions of New York City Public Schools, suburban demographic change and its impact on schools, and school organization.

The program faculty for the Sociology and Education program includes sociologists from several other programs at the College as well as other nearby academic institutions. Faculty strengths are in sociology of education generally, but also in organizational studies, the sociology of teachers and teaching, stratification, racial inequality, critical race theory and urban sociology. They are actively engaged in the analysis and evaluation of educational policies and programs designed to serve educationally disadvantaged populations.

The program in Sociology and Education also offers an optional Policy Concentration that overlaps with many of our degree requirements. For more information on this concentration, which is open to students throughout Teachers College, please contact Professor Aaron Pallas.

Sociology and Education Virtual Information Session

Fall 2023 webinar for prospective students that p remiered  on tuesday, november 14, 2023 at 7:00 pm.  come hear about our program from faculty, students, and staff , choose your degree.

The graduate program in Sociology and Education offers four degree programs: the M.A., the Ed.M., the Ed.D., and the Ph.D. Each program is designed to meet the needs of students with a particular combination of prior experience and career objectives. The M.A., Ed.M., and Ed.D. programs may be completed on a part-time basis, and most of our classes are offered in the evening hours. The Ph.D. program requires full-time study. Although students from all of the degree programs in sociology and education are prepared to assume positions in education institutions, the program does not offer professional certification for teaching or school/district leadership. Certification programs are available in other departments at Teachers College.

• Master of Arts
• Master of Education
• Doctor of Education
• Doctor of Philosophy

M.A. degree in the Program of Sociology and Education - minimum of 33 points.

The Master of Arts program in Sociology and Education provides an introduction to the application of sociological perspectives to contemporary education issues. The program provides coverage of the core principles and methods of sociology as they are applied to research and analysis. An optional  Policy Concentration enables students to focus more closely on the design and effects of education policies. Students completing this program are prepared to assume positions as general analysts in a variety of organizations devoted to applied educational research, policy making, advocacy, consulting, and direct educational service.

Ed.M. Degree in the Program in Sociology and Education – minimum of 60 points

The Master of Education in Sociology and Education is an advanced master’s degree typically pursued by students who already possess a master’s degree in a substantive area of education or by students without a prior master’s degree who want an opportunity to combine study in sociology and education with another area in education. The program involves study of sociological perspectives and methods in the context of contemporary education issues. Through an optional Policy Concentration , students can examine a variety of education policy questions in more depth. Current substantive areas that can be combined with study in sociology and policy include evaluation and institutional analysis, human development, technology, curriculum, administration, and foundations. Students completing this program are prepared to assume positions as specialists in a variety of organizations devoted to applied educational research, policy making, advocacy, consulting, and management of educational activities.

The coursework for the Ed.D., which totals a minimum of 90 points, has seven components: basic social research design and methods, advanced social research design and methods, social theory, core coursework in the sociology of education, seminars and colloquia, coursework in the social context of teaching and learning, and elective courses. Beginning in the 2024-2025 academic year, the Ed.D. degree required credit load for this program will change from 90 to 75 credits. Up to 30 credits from prior graduate studies may be transferred, subject to advisor approval. Prospective new students who apply for spring, summer or fall 2024 terms and are successfully admitted will follow the new reduced Ed.D. credit requirements.  

The Doctor of Education (Ed.D.) program in Sociology and Education is designed to provide broad training in the social sciences, education, and education policy. The program prepares students for positions in teaching, research, and policy through interdisciplinary study grounded in the sociological perspective. All coursework is available at Teachers College, and both part-time and full-time study is possible. Students completing this program are prepared to assume positions in college and university programs in education as well as leadership positions in a variety of organizations devoted to applied education research, policy making, advocacy, consulting, and management of educational activities.

The coursework for the Ph.D., which totals a minimum of 75 points, has seven components: social theory, basic social research design and methods, advanced social research design and methods, foundational coursework in sociology, core coursework in the sociology of education, seminars and colloquia, and elective courses.

The Doctor of Philosophy in Education (Ph.D.) program in Sociology and Education is designed for students with a strong background and interest in the discipline of sociology and its application to education. The Ph.D. is a highly specialized degree that requires full-time study and substantial coursework to be done at Teachers College, Graduate School of Arts and Sciences at Columbia University, or through the Inter-University Doctoral Consortium , which provides for cross-registration among member institutions, including NYU, CUNY Graduate Center, and Princeton University. Students completing this program are prepared to assume positions in college and university programs focused on sociological research in the field of education.

Student Profiles

Yeonsoo Choi is a Ph.D. student in Sociology and Education at Teachers College, Columbia University. She earned her B.A. and M.A. in Education from Yonsei University, South Korea. Her research interests include the sociology of elite education, globalization and education policy, school choice, and critical policy analysis. Yeonsoo is interested in better understanding how broader social discourses shape education policies and students’ educational experiences. Prior to coming to Teachers College, she worked as a research assistant for education policy research projects funded by the Ministry of Education, South Korea, and the Seoul Metropolitan Office of Education.

Previous Education:

B.A. in Education, Yonsei University and M.A. in Education with concentration in Curriculum and Instruction, Yonsei University

Jose Luis Vilson is a doctoral student in Sociology and Education at Teachers College, Columbia University. Prior to starting his doctoral program, he was a math teacher in New York City public schools for 15 years. He is the author of the best-selling  This Is Not A Test: A New Narrative on Race, Class, and Education , and executive director of EduColor, an organization dedicated to race and social justice issues in education. He is primarily interested in how the nexus of policy, practice, and research proliferate or inhibit the recruitment and retention of educators of color. He earned a BS in Computer Science from Syracuse University and a MA in Mathematics Education from City College of New York. 

Syracuse University, B.S. in Computer Science

City College of New York, M.A. in Mathematics Education

• More Profiles

Program News

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Admissions Information

Application requirements.

• Reimagining Education [Program is not accepting applications for the 2024 cycle.]

Fund Your Degree

• Tuition & Fees
• Financial Aid
• Request Info

Program Director : Professor Aaron Pallas

Teachers College, Columbia University 212 Zankel Bldg, Suite B

Contact Person: Katherine Y. Chung, Program Manager

Phone: (212) 678-3677 Fax: (212) 678-3677

Email: kc2610@tc.columbia.edu

Doctor of Philosophy in Education

Additional Information

• Download the Doctoral Viewbook
• Admissions & Aid

The Harvard Ph.D. in Education trains cutting-edge researchers who work across disciplines to generate knowledge and translate discoveries into transformative policy and practice.

Offered jointly by the Harvard Graduate School of Education and the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences, the Ph.D. in Education provides you with full access to the extraordinary resources of Harvard University and prepares you to assume meaningful roles as university faculty, researchers, senior-level education leaders, and policymakers.

As a Ph.D. candidate, you will collaborate with scholars across all Harvard graduate schools on original interdisciplinary research. In the process, you will help forge new fields of inquiry that will impact the way we teach and learn. The program’s required coursework will develop your knowledge of education and your expertise in a range of quantitative and qualitative methods needed to conduct high-quality research. Guided by the goal of making a transformative impact on education research, policy, and practice, you will focus on independent research in various domains, including human development, learning and teaching, policy analysis and evaluation, institutions and society, and instructional practice.   

Curriculum Information

The Ph.D. in Education requires five years of full-time study to complete. You will choose your individual coursework and design your original research in close consultation with your HGSE faculty adviser and dissertation committee. The requirements listed below include the three Ph.D. concentrations: Culture, Institutions, and Society; Education Policy and Program Evaluation; and Human Development, Learning and Teaching . 

We invite you to review an example course list, which is provided in two formats — one as the full list by course number and one by broad course category . These lists are subject to modification. 

Ph.D. Concentrations and Examples

Summary of Ph.D. Program

Doctoral Colloquia  In year one and two you are required to attend. The colloquia convenes weekly and features presentations of work-in-progress and completed work by Harvard faculty, faculty and researchers from outside Harvard, and Harvard doctoral students. Ph.D. students present once in the colloquia over the course of their career.

Research Apprenticeship The Research Apprenticeship is designed to provide ongoing training and mentoring to develop your research skills throughout the entire program.

Teaching Fellowships The Teaching Fellowship is an opportunity to enhance students' teaching skills, promote learning consolidation, and provide opportunities to collaborate with faculty on pedagogical development.

Comprehensive Exams  The Written Exam (year 2, spring) tests you on both general and concentration-specific knowledge. The Oral Exam (year 3, fall/winter) tests your command of your chosen field of study and your ability to design, develop, and implement an original research project.

Dissertation  Based on your original research, the dissertation process consists of three parts: the Dissertation Proposal, the writing, and an oral defense before the members of your dissertation committee.

Culture, Institutions, and Society (CIS) Concentration

In CIS, you will examine the broader cultural, institutional, organizational, and social contexts relevant to education across the lifespan. What is the value and purpose of education? How do cultural, institutional, and social factors shape educational processes and outcomes? How effective are social movements and community action in education reform? How do we measure stratification and institutional inequality? In CIS, your work will be informed by theories and methods from sociology, history, political science, organizational behavior and management, philosophy, and anthropology. You can examine contexts as diverse as classrooms, families, neighborhoods, schools, colleges and universities, religious institutions, nonprofits, government agencies, and more.

Education Policy and Program Evaluation (EPPE) Concentration

In EPPE, you will research the design, implementation, and evaluation of education policy affecting early childhood, K–12, and postsecondary education in the U.S. and internationally. You will evaluate and assess individual programs and policies related to critical issues like access to education, teacher effectiveness, school finance, testing and accountability systems, school choice, financial aid, college enrollment and persistence, and more. Your work will be informed by theories and methods from economics, political science, public policy, and sociology, history, philosophy, and statistics. This concentration shares some themes with CIS, but your work with EPPE will focus on public policy and large-scale reforms.

Human Development, Learning and Teaching (HDLT) Concentration

In HDLT, you will work to advance the role of scientific research in education policy, reform, and practice. New discoveries in the science of learning and development — the integration of biological, cognitive, and social processes; the relationships between technology and learning; or the factors that influence individual variations in learning — are transforming the practice of teaching and learning in both formal and informal settings. Whether studying behavioral, cognitive, or social-emotional development in children or the design of learning technologies to maximize understanding, you will gain a strong background in human development, the science of learning, and sociocultural factors that explain variation in learning and developmental pathways. Your research will be informed by theories and methods from psychology, cognitive science, sociology and linguistics, philosophy, the biological sciences and mathematics, and organizational behavior.

Program Faculty

The most remarkable thing about the Ph.D. in Education is open access to faculty from all Harvard graduate and professional schools, including the Harvard Graduate School of Education, the Faculty of Arts and Sciences, the Harvard Kennedy School, the Harvard Law School, Harvard Medical School, and the Harvard School of Public Health. Learn about the full Ph.D. Faculty.

Jarvis R. Givens

Jarvis Givens studies the history of American education, African American history, and the relationship between race and power in schools.

Paul L. Harris

Paul Harris is interested in the early development of cognition, emotion, and imagination in children.

Meira Levinson

Meira Levinson is a normative political philosopher who works at the intersection of civic education, youth empowerment, racial justice, and educational ethics. 

Luke W. Miratrix

Luke Miratrix is a statistician who explores how to best use modern statistical methods in applied social science contexts.

Eric Taylor

Eric Taylor studies the economics of education, with a particular interest in employer-employee interactions between schools and teachers — hiring and firing decisions, job design, training, and performance evaluation.

Paola Uccelli

Paola Ucelli studies socio-cultural and individual differences in the language development of multilingual and monolingual students.

View Ph.D. Faculty

Dissertations.

The following is a complete listing of successful Ph.D. in Education dissertations to-date. Dissertations from November 2014 onward are publicly available in the Digital Access to Scholarship at Harvard (DASH) , the online repository for Harvard scholarship.

• 2022 Graduate Dissertations (265 KB pdf)
• 2021 Graduate Dissertations (177 KB pdf)
• 2020 Graduate Dissertations (121 KB pdf)
• 2019 Graduate Dissertations (68.3 KB pdf)

Student Directory

An opt-in listing of current Ph.D. students with information about their interests, research, personal web pages, and contact information:

Doctor of Philosophy in Education Student Directory

Introduce Yourself

Tell us about yourself so that we can tailor our communication to best fit your interests and provide you with relevant information about our programs, events, and other opportunities to connect with us.

Program Highlights

Explore examples of the Doctor of Philosophy in Education experience and the impact its community is making on the field:

Reshaping Teacher Licensure: Lessons from the Pandemic

Olivia Chi, Ed.M.'17, Ph.D.'20, discusses the ongoing efforts to ensure the quality and stability of the teaching workforce

Lost in Translation

New comparative study from Ph.D. candidate Maya Alkateb-Chami finds strong correlation between low literacy outcomes for children and schools teaching in different language from home

The PhD in Sociology is designed to prepare students for a range of career options, post-graduate educational opportunities, and a life of engaged, democratic citizenship. Through a rigorous curriculum, students experience methodological, theoretical, and substantive training aimed at enhancing critical thinking, social awareness, and a globally-oriented conception of inequality and justice.

In The News

Graduate Student Pathway

A Strategy to Transcend Gender Inequities

Interdisciplinary Research Bolsters Nation’s Resliience

Embedded in interdisciplinary networks and committed to experiential knowledge, the Sociology department is well-positioned to help solve the world’s most pressing problems—from health disparities, to the impacts of climate change, to the inclusion, recognition, and dignity of persons marginalized by race, ethnicity, religion, gender, and sexuality, to growing wealth disparities and labor exploitation, to the full inclusion of refugees and migrants.

Through a rigorous curriculum, our students experience methodological, theoretical, and substantive training aimed at enhancing critical thinking, social awareness, and a globally-oriented conception of inequality and justice.

We encourage students to forge close working relationships with our faculty, who contribute to a range of interdisciplinary research projects, programs, and centers across the College of Social Sciences and Humanities and throughout Northeastern University, including the Institute for Health Equity and Social Justice Research, the Social Science Environmental Health Research Institute, the Center for International Affairs and World Cultures, the Brudnick Center on Violence and Conflict, the Summer Institute on Engaging Geography in the Humanities, and the Program on Human Rights in the Global Economy, the Women’s, Gender and Sexuality Studies Program, among others.

Learn more about the PhD program in Sociology from the College of Social Sciences and Humanities.

• Annual departmental workshops on academic writing, teaching, grant writing, media relations, and other “professional development” matters
• Funded research opportunities through faculty and affiliated centers
• Small cohort sizes afford students the opportunity to forge close working relationships with the faculty.
• Committed to reflecting inward on ourselves as educators, students, and members of the community by continuing to build an anti-racist department.
• Bachelor’s and Master’s program entry
• Offer a strong curricular foundation in sociology and the social sciences.
• Inculcate in students a depth of knowledge in the basic tools of the discipline.
• Train our students to be outstanding teachers and researchers.
• Provide a professional socialization that adequately prepares students for a career in the discipline.

Northeastern’s signature experiential learning model combines academics with professional practice to help students acquire relevant, real-world skills they can apply to their desired industry. Each program offers its own unique experiential learning opportunities, but they might include:

• EXPERIENTIAL RESEARCH OPPORTUNITIES: Our doctoral students gain real-world experience working with research centers and conducting field work. Experiential fellowships that place students into nonprofits, state agencies, and industry settings may be available in some doctoral programs. Through summer scholars programs, doctoral students can work with agencies doing work closely related to their dissertation research.
• In-Class Case Studies — Professors integrate case studies and exercises into the classroom to bring a real-world perspective and relevance to what they’re teaching.
• Research — Students collaborate with faculty in our more than 30 federally funded research centers, tackling some of the most pressing challenges in health, security, and sustainability.

Our graduates pursue careers within academia and beyond.

• Mount Ida College
• Crittenton Women’s Union
• Virgina Tech University
• Dana-Farber Cancer Institute
• Columbia University – Teacher’s College
• Johnson & Wales University
• Curry College
• Swank Properties
• St. Lous University
• University of Massachusetts, Boston
• University of Massachusetts, Dartmouth
• University of Washington, Tacoma
• Trinity College
• University of Massachusetts Donahue Institute’s Economic and Public Policy Research
• Nazarene College
• Witchita State University

Application Materials

Application.

• Application fee – US $100
• Personal statement
• Unofficial transcripts from all institutions attended
• English proficiency for international applicants
• Three letters of recommendation
• Scores from the Graduate Record Examination (GRE) – Optional
• Writing sample
• Applicants seeking enrollment prior to the Fall 2023 term should apply through this  link .

Admissions deadline for Fall term: December 1

• Program Website

Request Information for PhD in Sociology

Doctoral Degree Programs

The PhD program in the Department of Sociology at Stanford offers rigorous training in sociological knowledge and research methods, and prepares students to embark on successful professional careers in sociology.  Our program prides itself on world-renowned faculty, cutting-edge research programs, and close interactions between faculty and students.

Through coursework, workshops, research assistantships, and teaching assistantships, students work closely with faculty members to develop research skills and experience and gain expertise in the substantive areas of sociology.  In collaboration with Stanford Law School, as well as other research programs on campus, we offer a JD/PhD joint degree and a multidisciplinary environment for students to pursue their intellectual interests in different areas.

Finalists for the Knight Hennessy scholarships work with Stanford lecturers. Photo credit: Linda A. Cicero / Stanford News Service

Knight-Hennessy Scholars

The Knight-Hennessy Scholars  develops a community of future global leaders to address complex challenges through collaboration and innovation. Each year, up to 100 students are awarded with funding to pursue any graduate degree at Stanford and participate in an experiential leadership development program that emphasizes collaboration and innovation. Citizens of any country may apply. Visit  khs.stanford.edu  to learn more.

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Our faculty encourages you to become a creative independent researcher. During your graduate career, you will read broadly across fields and generate work that is theoretically, empirically, and analytically rigorous. The program provides advanced training in quantitative and qualitative research methods as well as mixed methods.

Students in the program have conducted research on a variety of projects, including investigating food insecurity in Atlanta, the social effects of climate change, and community policing in a public housing project.

The program has an excellent placement record with graduates securing faculty positions at institutions such as Stanford University, Yale School of Management, Harvard Business School, University of Chicago, and University of Toronto. Others have gone on to non-academic careers at organizations such as The Urban Institute, Abt Associates, and Facebook.

Related Programs

Students considering the PhD program in sociology may also be interested in the PhD programs in Sociology and Social Policy or Organizational Behavior , both of which are offered jointly with the Department of Sociology . Students who wish to apply to one of these programs in addition to the PhD program in sociology may do so.

Additional information on the graduate program is available from the Department of Sociology and requirements for the degree are detailed in Policies .

Admissions Requirements

Please review admissions requirements and other information before applying. You can find degree program-specific admissions requirements below and access additional guidance on applying from the Department of Sociology .

Writing Sample

A writing sample is required as part of the application and should be a term paper, senior thesis, master’s essay, or similar written work. Citations and references are not included in the page limit.

Standardized Tests

GRE General: Required

Theses & Dissertations

Theses & Dissertations for Sociology

See list of Sociology faculty

APPLICATION DEADLINE

Questions about the program.

• Utility Menu

Department of Sociology

• Education and Society

Schools and colleges are transforming the lives of individual learners and their families. They play a core role in society. At the same time, they are continuously transformed by politics, markets, and scientific, technological, and cultural change. Sociologists of education and higher education at Harvard are engaged in basic and applied research, both contemporary and historical, and focusing on the United States as well as on cross-national and cross-cultural analyses. The broad array of research in this cluster applies core sociological concepts, such as equity and (in)equality; race and ethnicity; social networks; immigration; stratification; organizations; culture; social mobility; socialization and others to the study of education. The research cluster has links to the Graduate School of Education (GSE), the Doctor of Philosophy (Ph.D.) in Education, the Secondary Field in Education Studies and the Mahindra Seminar on Universities: Past, Present and Future.

Affiliated Graduate Students

News related to Education and Society

Manja Klemenčič edits open-access Bloomsbury Handbook

Manja Klemenčič  edited the open-access  Bloomsbury Handbook of Student Politics and Representation in Higher Education  having trained student leaders across the globe to contribute chapters along with established researchers. 

Christina Ciocca Eller's recent paper urges college ratings focused on real-life outcomes

Faculty Spotlight: Considering the Impacts of COVID-19 on Higher Education Inequality in the United States

Amid the unprecedented disruption of COVID-19, the 2019-2020 academic year has come to a close for most college and university students in the United States. Yet many are asking: now what? Higher education leaders are offering some answers, speaking to immediate concerns like whether teaching and learning will take place on colleges campuses come the fall, how financial arrangements will be handled, and what scaled-up virtual learning might look like.

... Read more about Faculty Spotlight: Considering the Impacts of COVID-19 on Higher Education Inequality in the United States

Manja Klemencic honored as a Most Favorite Professor in the Harvard Yearbook for the Class of 2020.

Patterson to head Jamaica Education Transformation Commission

Orlando Patterson , John Cowles, Professor of Sociology, has been appointed by the Prime Minister of Jamaica to head the Jamaica Education Transformation Commission 2020,... Read more about Patterson to head Jamaica Education Transformation Commission

Advice to Students: Don't be Afraid to Ask for Help

• Comparative Sociology and Social Change
• Crime and Punishment
• Economic Sociology and Organizations
• Gender and Family
• Health and Population
• Political and Historical Sociology
• Race, Ethnicity and Immigration
• Urban Poverty and the City

Associated Faculty

• Deirdre Bloome
• Christina Ciocca Eller
• Christina Cross
• Emily Fairchild
• Manja Klemenčič
• Maël Lecoursonnais
• Joscha Legewie

Related Publications

Klemenčič, Manja, and Sabine Hoidn . Forthcoming. The Routledge International Handbook of Student-centered Learning and Teaching in Higher Education . 1st ed. Routledge.

co-editor Manja Klemenčič,, ed. 2020. Encyclopedia of International Higher Education Systems and Institutions . 1st ed. Netherlands: Springer. Publisher's Version

Cross, Christina J. 2020. “ Racial/Ethnic Differences in the Association Between Family Structure and Children’s Education ”. Journal of Marriage and Family 81 (2):691-712.

Sociology, PhD

Zanvyl krieger school of arts and sciences.

The department’s primary educational goal is to train first-class sociology Ph.D. students. The sociology graduate experience at Johns Hopkins University is best characterized as a research apprenticeship – a careful blend of formal instruction, faculty-directed individual study, and supervised as well as self-initiated research. The department’s small size and specific focus areas yield a personalized course of study and close relationships with faculty members and fellow graduate students. The social climate is informal, and the mix of students and faculty, drawn from a wide variety of geographic and social backgrounds, constitutes a rewarding intellectual community. For more details, please visit http://soc.jhu.edu/graduate/ .

Admission Requirements

Applicants must submit an application fee, personal statement, all college transcripts, three letters of recommendation, and a sample of written work. International applicants must also submit a TOEFL score and a financial statement (FS-1G Form: Graduate International Student Notification [F-1/J-1]). GRE scores are optional. Applicants should have a broad background in social science, especially sociology, economics, and psychology. Training in mathematics is encouraged. The department gives greatest weight to an applicant’s demonstrated ability and past performance. For more details, please visit http://soc.jhu.edu/graduate/admissions/ .

Program Requirements

This fall semester course is taken during the first year. Faculty presentations introduce students to the substantive interests, research and professional background of the sociology faculty. It is graded pass/fail.

To count toward degree requirements, core curriculum courses other than the Proseminar (which is graded Pass/Fail) and the Trial Paper Research series of courses must be passed with a grade of B- or higher. After the core course requirement is satisfied, additional methods courses from the list above may be used to fulfill the five-elective course requirement.

In addition to the core curriculum, graduate students must enroll in five additional graduate-level courses. At least four of the five electives must be JHU Sociology department courses. Up to four of the five electives may be fulfilled by a combination of:

• credit awarded for previous graduate coursework that predates matriculation at JHU;
• courses taken outside the department that are permissible under the Handbook rules and with the Departmental advisor’s approval;
• and one directed research and independent study courses within the Department.

All must be passed with a grade of B- or higher. While students are free to select these courses, the department strongly recommends that they be taken from diverse fields of specializations so as to maximize the breadth of exposure to core areas of sociology and other disciplines.

Teaching Assistantships

As part of their preparation for future academic work, graduate students are required to register for  AS.230.811 Teaching Assistantship  and serve as a teaching assistant for at least one semester.

Foreign Language

The Sociology Department no longer requires certification of fluency in a foreign language as part of the Ph.D. requirements. Students should be proactive in gaining the language skills necessary to conduct their TRP and dissertation research, and should work closely with their advisor to determine whether additional language education is needed.

A minimum of two consecutive semesters of full-time residence is mandatory for all degrees. However, at least six semesters of full-time residence is recommended by the department for completion of the core curriculum, electives, and completion of a research apprenticeship and a trial research paper. By the end of the fourth year in the program, the student is expected to have written a dissertation proposal and have defended it successfully before the appropriate examining committees.

Research Assistantship/Apprenticeship

AS.230.801 Research Assistantship  and AS.230.804 Research Apprenticeship

Students are required to develop practical research expertise through professional-level participation (data analysis, literature searches/reviews, non-routine data processing or coding, preparation and refinement of research instruments, and data/file management). This requirement is fulfilled by satisfactorily completing a Research Apprenticeship, which is required during the student’s first year of full-time graduate study in the department. The standard for certification is substantial research accomplishment as judged by the faculty supervisor.

Trial Research Paper

( AS.230.685 TRP Seminar I , AS.230.690 TRP Seminar II , AS.230.815 Trial Research Paper I , AS.230.816 Trial Research Paper II , AS.230.817 Trial Research Paper III )

Students begin working on a Trial Research Paper (TRP) no later than the spring semester of their second year. The TRP affords students the experience of planning and executing a research project that leads to a publishable quality paper. The TRP is expected to be a serious, complete work of scholarship, suitable for conference presentation or journal submission. Whether or not the topic of the TRP is similar to that of the eventual dissertation, we believe all students will benefit from going through this exercise before planning for the dissertation.

By the end of the fall semester of their second year, students should invite a faculty TRP advisor to supervise the design and execution of the TRP project. Regular or adjunct faculty members whose positions entitle them to serve as dissertation advisors are eligible to serve as faculty TRP advisors. Work on the TRP generally will be done over three semesters. In order to facilitate progress on the TRP, students register for courses that are meant to consist of one-on-one meetings with their TRP advisor (TRP I, AS.230.815 Trial Research Paper I in the spring of your second year, TRP II, AS.230.816 Trial Research Paper II in the fall of your third year, and TRP III, AS.230.817 Trial Research Paper III in the spring of your third year.)

In order to facilitate student progress on the TRP, the department has also introduced two required TRP seminars, for which all students register in the spring of their second and third year. These are:   AS.230.685 TRP Seminar I (spring of second year) & AS.230.690 TRP Seminar II (spring of third year). These courses will be graded pass/fail and will not count toward the fulfillment of the elective courses required for the Ph.D.

A TRP proposal must be approved by the faculty TRP advisor by the end of the spring semester of the second year. By the end of the fall semester of the third year, the TRP advisor must approve a draft of the paper which will then be reviewed by another department faculty member. The TRP advisor, at their discretion, may extend this deadline to the end of the intersession period following the fall semester. The faculty reviewer will evaluate the paper and, if necessary, recommend revisions that should be made before the paper is certified. The TRP advisor will determine required revisions and must certify a final TRP by the end of the spring semester of the third year.

Dissertation

The student must propose and conduct original research presented in a dissertation suitable for publication. The department administers an oral examination which must be passed before the student is allowed to defend before a university board. The dissertation must then be defended either at a Graduate Board preliminary oral examination, based on the dissertation proposal, or at a Graduate Board final oral examination, based on the completed dissertation.

Special Programs

The department offers two special programs that coordinate activities in its two focus areas. Doctoral students may affiliate with one or both of these programs at their discretion. These programs function as fields of doctoral specialization within the Department of Sociology.

Program on Global Social Change (PGSC)

This focus area of graduate study focuses on cross-national, comparative research and long-term, world-scale social change. The goal of the program is to give students knowledge of the various theoretical perspectives in these areas, experience in data collection and analysis, and expertise in one or more substantive fields.

The program does not focus on a particular geographic area, although faculty members have conducted extensive research on Latin America, Africa, Asia, the Middle East, and Eastern and Southeastern Europe. Instead of a geographical approach, the emphasis is on issues of development and social change that cut across different countries and world regions. Examples are globalization and regionalization, labor and development, city systems and urban primacy, social movements and revolutions, state violence, migration and labor force formation, family structure and change, social structure and personality, and national and international stratification. Students enroll in a sequence of courses and seminars and participate actively in ongoing faculty projects dealing with one or more of the above issues.

In addition, the interdisciplinary character of graduate education at Johns Hopkins University offers students ample opportunity to enroll in courses or collaborate in research of faculty in other departments. Faculty associates of the program include distinguished scholars in anthropology, economics, geography, history, political science, and public health.

A graduate focus area is not required of Ph.D. students.

Program on Social Inequality (PSI)

This focus area of graduate study focuses on the causes and consequences of social inequality, the social processes that sustain it, and how social policies can reduce it. These questions are addressed in terms of class, gender, race, ethnicity, and immigration status/citizenship.

The program is designed to train students in the sociological analysis of social inequality among individuals and groups. This training includes course work in areas such as social stratification, the sociology of the family, the sociology of education, sociology of immigration, social structure and personality, social policy, and research design and methods. Students in the PSI program enroll in a sequence of courses and seminars and participate actively in ongoing faculty projects dealing with one or more of the above issues.

In addition, the interdisciplinary character of graduate education at Johns Hopkins University offers students ample opportunity to enroll in courses or collaborate in research with faculty in other departments. Faculty associates of the program include distinguished scholars in anthropology, economics, geography, history, political science, and public health.

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College of Liberal Arts and Sciences

Department of Sociology

Ph.d. in sociology.

UConn’s Ph.D. in Sociology trains students to scientifically analyze culture, human interactions, and social relationships. Graduates pursue careers in academia, research, government, and industry, where they work on important topics that impact our society.

The Department of Sociology offers a Master of Arts (MA) and a Doctorate of Philosophy (Ph.D.) in Sociology. Most students enter with a Bachelor of Arts (BA) and obtain the MA in Sociology in the first two years of the program, then proceed to the Ph.D.

Students who are admitted with the MA in Sociology from another institution will typically finish the Ph.D. program in a shorter time. Students entering with graduate degrees in disciplines other than Sociology must fulfill the requirements of both the MA and Ph.D.

Contact the Director of Graduate Studies

• Graduate Handbook
• Graduate Academic Regulations
• Registrar's Graduate Forms
• Registrar Steps to a Successful Graduation

Request Information

Apply to UConn

Degree Requirements

Below are the general requirements for the Sociology MA/Ph.D. degree, consistent with the Graduate School policies in the Graduate Catalog . For more detailed information please see the Graduate Handbook.

MA/Ph.D. Track

Students entering the Ph.D. program without a Master of Arts in Sociology (with completed thesis) must complete additional requirements to earn a Master's degree before completing the requirements for the Ph.D. in Sociology. It is expected that most students will complete the MA degree in two years.

In Sociology, students follow the Plan A (thesis) requirements for the Master's degree and continue into the Ph.D. program. Students only enroll in the Plan B (non-thesis) program if they will be discontinuing from the MA/Ph.D. program.

See the Registrar's Steps to a Successful Graduation with a Master's Degree  for full information regarding required timelines and paperwork.

Courses and Credits for the MA

The Master’s degree in Sociology requires a minimum of 39 credits in Sociology, including the following:

• SOCI 5001 & 5002 Proseminar (year long, 3 credits)
• SOCI 5201 The Logic of Social Research (3 credits)
• SOCI 5203 Quantitative Methods I (3 credits)
• SOCI 5231 Qualitative Methods I (3 credits)
• SOCI 5251 Core Theorists (3 credits)
• GRAD 5950 Master’s Thesis Research (9 credits)
• Plus 15 additional credits in Sociology

MA Plan of Study

The Master’s plan of study should be filed by the end of the fourth week of the student’s final semester before the degree is completed. Make sure to count only 39 Sociology credits toward the Master’s Degree. Additional credits can be carried forward to the Ph.D. program.

Credits for 6203 and 6231 should not be included on the MA Plan of Study and will carry forward to the Ph.D. program. Students that decide to take both SOCI 6203 & SOCI 6231 in the same semester of their second year will need to take an additional elective in the Spring of the second year.

To complete a Master’s thesis, students need to have their Master’s thesis research plan approved by their Advisory Committee. Students in consultation with their Advisory Committee may be asked to hold a Master’s thesis proposal defense, but a formal proposal defense is not required of a Master’s thesis. All students who complete a Master’s thesis must pass a formal Master’s thesis defense. Students are expected to complete the Master’s thesis ideally by the end of their fourth semester in the program.

Plan B (non-thesis)

Students who do not wish to continue in the program may elect to complete the Plan B option. In addition to completion of the coursework outlined above, students must also submit a portfolio of their scholarly work. The portfolio should consist of a minimum of 3 papers, each at least 15 pages in length, that together illustrate a command of sociological theory, research methods, and at least one substantive area. The scholarly work may originate from:

• Formal course requirements, such as research papers that demonstrate competency in one or more of the areas outlined above. Students are urged to pursue with their Advisory Committee the appropriateness of course related submissions
• Research or writing done in an independent study
• Non-course related accomplishments, such as grant proposals or conference presentations

In all cases, any written material that is co-authored is not eligible for submission as part of the student’s portfolio. The portfolio should be designed in consultation with the major advisor and will be evaluated by the student’s three-person advisory committee. Please note, students who choose this option cannot continue into the PhD portion of the program and thus the election of this option is only advised for students seeking a terminal Master’s degree.

Please note that Plan B students do not receive thesis credits. These students must take additional elective classes to attain the 39 total credits necessary for the Plan B Master's.

Ph.D. Track

Once the MA is completed, the Ph.D. typically requires an additional four years to complete. Students entering the Ph.D. program with a MA in Sociology, with a completed thesis, may be required to complete additional coursework to cover equivalent material as students who attained their degrees at UConn.

See the Registrar's Steps to a Successful Graduation with a Doctoral Degree for full information regarding required timelines and paperwork.

Courses and Credits for the Ph.D.

• SOCI 6203 Quantitative Methods II (3credits)
• SOCI 6231 Qualitative Methods II (3 credits)
• 12 credits of Sociology elective seminars
• 15 credits of GRAD 6950 Doctoral Dissertation Research

Major Advisor and Advisory Committee

All students in the graduate program must have a Major Advisor who is a tenured or tenure track member of the Sociology Department and the UConn Graduate Faculty. The Major Advisor should be selected by mutual consent between the student and the faculty member based on similarity of interests and/or availability of the faculty member. The Major Advisor serves as a mentor to the student, Chair of the Master’s Thesis Committee, General (Area) Exam Committee, and Dissertation Committee. The Director of Graduate Studies will facilitate the selection of an initial Major Advisor for students entering the program. Students may change the Major Advisors if it becomes apparent that another faculty member is more suitable. In such cases, appropriate forms must be filed with the Graduate School to make the change official. By the start of their second year in the program, all students should have an Advisory Committee of at least three members, the composition of which is described in the paragraph below. The Advisory Committee serves as the student’s Master’s Thesis Committee.

The members of the Advisory Committee are also chosen by mutual consent of the student and the faculty members. The Advisory Committee consists of two faculty members in addition to the Major Advisor. In cases where the student forms a three-person Advisory Committee, all three must be members of the Sociology Department or affiliated members of the Sociology Department. All members of the three-person Advisory Committee must be members of the UConn Graduate Faculty. In cases where the student forms an Advisory Committee of more than three faculty members, these faculty must meet the same requirements, except that a fourth and fifth member may also be: a) a faculty member from another UConn department who is a member of the Graduate Faculty, b) a faculty member from another university who receives approval from the Graduate School.

Most students constitute an Advisory Committee of only three members during the M.A. portion of the program and increase the Advisory Committee to four or five persons during the PhD portion of the program . The decision about the size of the Advisory Committee is at the discretion of the student in consultation with the Advisor and other members of the Advisory Committee. Students may change members of their Advisory Committees if other faculty are more suitable and are willing to serve. When a change is made to the Advisory Committee, appropriate paperwork should be filed.

Ph.D. Plan of Study

The Ph.D. plan of study should be submitted when no more than 18 credits of coursework toward the degree have been completed. Forms should be filed with the Registrar’s Office. The Plan of Study should reflect all content coursework and research credits (GRAD 6950). Please note that students who completed more than 39 credits before filing for their MA degree should include the excess credits on the Ph.D. Plan of Study.

Ph.D. General Exam

The General Exam must be taken after all Sociology coursework for the Ph.D. is completed (including removal of all incompletes), unless there is unanimous consent by the General Exam Committee that it can occur earlier. The General Exam is designed to demonstrate mastery over at least one area, of sociological expertise, but two areas is more typical. The Exam should be considered a “bridge” between coursework and the dissertation. It is designed to go beyond previous coursework that a student has taken, and to be broader than a dissertation-specific topic. The breadth of the General Exam should dovetail with that of an ASA section or the intersection of two ASA sections .

The reading list for the General Exam will be tailored to the student’s interests within the area and will be determined by a process of negotiation between the student and the members of the General Exam Committee. Those faculty members with greater expertise in the area will typically have greater influence in shaping the reading list, but all committee members must approve the list before the exam can be scheduled.

The General Exam shall have both a written and oral component. It is important to simultaneously schedule both the written and the oral components. Students will have two weeks to complete the written portion. The written portion is take-home, with open book and open notes. Students will typically respond to at least three questions designed to emphasize a broad understanding of theory, methods, and substantive areas. Faculty have leeway as to how they ask questions and what choices students have in answering questions. Student responses must be 40 pages or less (not counting references).

The oral portion of the General Exam must be completed within one week of turning in the written portion. During the oral portion, committee members may probe answers that seem insufficient, ask about questions the student did not choose to answer, or raise anything else within the parameters of the reading list. There can be no feedback from committee members to the student between the written and oral portions, except for questions of clarification.

The written and oral portions shall be assigned a single grade of either “Pass” or “Fail.” A grade of “Pass” requires a positive vote of at least four members of the General Exam Committee. There is no grade of “Partial Pass” and there is no provision for retaking just a portion of the General Exam.

If the student fails the General Exam, they may schedule a second opportunity to take it within six months of failing the first exam. The student may constitute a new General Exam Committee for the second exam, but ordinarily this is not advisable. If the student fails the exam a second time, or does not complete it within six months, this is grounds for dismissal from the graduate program.

Dissertation Proposal

According to Graduate School rules, the Dissertation Committee must consist of five faculty members. If the student’s Advisory Committee has less than five members, then the student must ask additional faculty members to be present at the dissertation defense as members of the Dissertation Committee. A fourth and fifth member may also be:

• a faculty member in Sociology who is a member of the Graduate Faculty
• a faculty member from another UConn department who is a member of the Graduate Faculty
• a faculty member from another university who receives approval by the Graduate School. These additional members do not have voting status on passing the dissertation, but they must sign the paperwork required to indicate they were present at the defense.

The decision to approve the dissertation is made by those members of the Dissertation Committee who are also members of the student’s Advisory Committee. Approval of the dissertation is thus determined by a majority of faculty on the Advisory Committee voting to approve the dissertation. A majority is defined as 2-1 in the case of a three-person Advisory Committee, 3-1 in the case of a four-person Advisory Committee, and 3-2 in the case of a five-person Advisory Committee.

Final Semester

Student's should complete these steps to prep for graduation in their final semester:

• Apply to Graduate in the Student Administration System by the  fourth week of the semester . This application can be withdrawn at any time by the student if needed.
• Check name and addresses
• Prepare for oral defense (two weeks prior)
• Submit final paperwork (deadline published on Academic Calendar )
• Submit dissertation
• Check email to confirm progress of steps to graduation

See the Registrar's Steps to a Successful Graduation for the Doctoral Degree for full details regarding degree conferral.

Applications are due by January 5.

Prospective students may apply to the program online via the Graduate School’s website.

Full Admissions Requirements

For more information about the Ph.D. in Sociology, please contact:

Jeremy Pais

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PhD Profile for Sociology

OUR MINISTER

Dr. Joseph Lozovyy was born into a Christian family in Elektrostal, Moscow Region, and was raised in a pastor’s home. From the age of fifteen, he began actively participating in the music ministry of the Baptist Church in Mytishchi, where his father served as a pastor, and also played in the orchestra of the Central Moscow Baptist Church. From 1989, he participated in various evangelistic events in different cities of Moscow Region and beyond. From 1989 to 1992, as a member of the choir and orchestra “LOGOS,” he participated in evangelistic and charitable concerts, repeatedly performing on the stages of the Moscow State Conservatory, the Bolshoi Theatre, and other concert halls in Russia and abroad. In 1992, his family moved to the United States. In 2007, after completing a full course of spiritual and academic preparation, Joseph moved to Dallas, Texas, to engage in church ministry. In 2008, he founded the Russian Bible Church to preach to the Russian-speaking population living in Dallas, Texas.

– Bachelor of Arts in Music (viola) from the Third Moscow Music School named after Scriabin, Russia (1987-1991)

– Master of Theology (Th.M); Dallas Theological Seminary, Texas (1999-2003);

– Doctor of Philosophy (Ph.D) Hebrew Bible (Books of Samuel): University of Edinburgh, Scotland, United Kingdom (2007).

– Doctoral research (2004-2005) Tübingen, Germany.

– Author of a theological work published in English: Saul, Doeg, Nabal and the “Son of Jesse: Readings in 1 Samuel 16-25, LHBOTS 497 [T&T Clark/Continuum: Bloomsbury Publishing]).

https://www.bloomsbury.com/us/saul-doeg-nabal-and-the-son-of-jesse-9780567027535/

Joseph and his wife Violetta and their son Nathanael live in the northern part of Dallas.

Saul, Doeg, Nabal, and the “Son of Jesse”: Readings in 1 Samuel 16-25: The Library of Hebrew Bible/Old Testament Studies Joseph Lozovyy T&T Clark (bloomsbury.com)

Joseph, his wife Violetta and their son Nathaniel live in North Dallas, Texas where he continues ministering to Russian-speaking Christians and his independent accademic research.

Published Work

1. bloomsbury:, 2. buy at christian book distributors:, 3. buy on amazon:.

Victor Mukhin

• Scientific Program

Title : Active carbons as nanoporous materials for solving of environmental problems

However, up to now, the main carriers of catalytic additives have been mineral sorbents: silica gels, alumogels. This is obviously due to the fact that they consist of pure homogeneous components SiO2 and Al2O3, respectively. It is generally known that impurities, especially the ash elements, are catalytic poisons that reduce the effectiveness of the catalyst. Therefore, carbon sorbents with 5-15% by weight of ash elements in their composition are not used in the above mentioned technologies. However, in such an important field as a gas-mask technique, carbon sorbents (active carbons) are carriers of catalytic additives, providing effective protection of a person against any types of potent poisonous substances (PPS). In ESPE “JSC "Neorganika" there has been developed the technology of unique ashless spherical carbon carrier-catalysts by the method of liquid forming of furfural copolymers with subsequent gas-vapor activation, brand PAC. Active carbons PAC have 100% qualitative characteristics of the three main properties of carbon sorbents: strength - 100%, the proportion of sorbing pores in the pore space – 100%, purity - 100% (ash content is close to zero). A particularly outstanding feature of active PAC carbons is their uniquely high mechanical compressive strength of 740 ± 40 MPa, which is 3-7 times larger than that of  such materials as granite, quartzite, electric coal, and is comparable to the value for cast iron - 400-1000 MPa. This allows the PAC to operate under severe conditions in moving and fluidized beds.  Obviously, it is time to actively develop catalysts based on PAC sorbents for oil refining, petrochemicals, gas processing and various technologies of organic synthesis.

Victor M. Mukhin was born in 1946 in the town of Orsk, Russia. In 1970 he graduated the Technological Institute in Leningrad. Victor M. Mukhin was directed to work to the scientific-industrial organization "Neorganika" (Elektrostal, Moscow region) where he is working during 47 years, at present as the head of the laboratory of carbon sorbents.     Victor M. Mukhin defended a Ph. D. thesis and a doctoral thesis at the Mendeleev University of Chemical Technology of Russia (in 1979 and 1997 accordingly). Professor of Mendeleev University of Chemical Technology of Russia. Scientific interests: production, investigation and application of active carbons, technological and ecological carbon-adsorptive processes, environmental protection, production of ecologically clean food.   

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• Conference Brochure
• Tentative Program

• Clinical Physics
• Translational Physics
• Proton Engineers
• Physics Residents
• Information Technology
• Past Members

Certification

Therapeutic Physics, American Board of Radiology

AAPM Jack Fowler Junior Investigators Award, 2004

Publications in Radiation Oncology and Medical Physics

Yan S, Lu HM, Flanz J, Adams J, Trofimov A, Bortfeld T. Reassessment of the necessity of the proton gantry:  analysis of beam orientations from 4332 treatments at the F.H. Burr proton center over the past 10 years. International Journal of Radiation Oncology Biology Physics 2016

Moteabbed M, Trofimov A, Sharp GC, Wang Y, Zietman AL, Efstathiou JA, Lu HM. A prospective comparison of the effects of interfractional variations on proton therapy and IMRT for prostate cancer. International Journal of Radiation Oncology Biology Physics 2016

Patel AV, Lane AM, Morrison MA, Trofimov AV, Shih HA, Gragoudas ES, Kim IK. Visual Outcomes after Proton Beam Irradiation for Choroidal Melanomas Involving the Fovea. Ophthalmology 2015 

M oteabbed M, Sharp GC, Wang Y, Trofimov A, Efstathiou JA, Lu HM. Validation of a deformable image registration technique for cone beam CT-based dose verification. Medical Physics 2015;42:196-205

Cheney MD, Chen YL, Lim R, Winrich BK, Grosu AL, Trofimov AV, Depauw N, Shih HA, Schwab JH, Hornicek FJ, DeLaney TF. 18F-FMISO PET/CT visualization of tumor hypoxia in patients with chordoma of the mobile and sacrococcygeal spine. International Journal of Radiation Oncology Biology Physics 2014

Safai S, Trofimov A, Adams JA, Engelsman M, Bortfeld T. The rationale for intensity-modulated proton therapy in geometrically challenging cases. Physics in Medicine and Biology 2013;58:6337-6353.

Giantsoudi D, Grassberger C, Craft D, Niemierko A, Trofimov A, Paganetti H. Linear energy transfer (LET)-Guided Optimization in intensity modulated proton therapy (IMPT): feasibility study and clinical potential. International Journal of Radiation Oncology Biology Physics 2013;87:216-222.

Wang. Y, Efstathiou JE, Lu H, Sharp GC, Trofimov A. Hypofractionated proton therapy for prostate cancer: dose delivery uncertainty due to inter-fractional motion. Medical Physics 2013;40:071714

Zeng C, Giantsoudi D, Grassberger C, Goldberg S, Niemierko A, Paganetti H, Efstathiou JA, Trofimov A.  Maximizing the biological effect of proton dose delivered with scanned beams via inhomogeneous daily dose distributions. Medical Physics 2013;40:051708.

De Amorim Bernstein K, Sethi R, Trofimov A, Zeng C, Fullerton B, Yeap BY, Ebb D, Tarbell NJ, Yock TI, Macdonald SM. Early clinical outcomes using proton radiation for children with central nervous system atypical teratoid rhabdoid tumors. International Journal of Radiation Oncology Biology Physics 2013;86:114-20.

Trofimov A, Unkelbach J, DeLaney TF, Bortfeld T. Visualization of a variety of possible dosimetric outcomes in radiation therapy using dose-volume histogram bands. Practical Radiation Oncology 2012;2:164-171. 

Chen W, Unkelbach J, Trofimov A, Madden T, Kooy H, Bortfeld T, Craft D. Including robustness in multi-criteria optimization for intensity-modulated proton therapy. Physics in Medicine and Biology 2012;57:591-608.

Wang Y, Efstathiou J, Sharp G, Lu HM, Ciernik IF, Trofimov A. Evaluation of the dosimetric impact of inter-fractional anatomical variations on prostate proton therapy using daily in-room CT images. Medical Physics 2011

Grassberger C, Trofimov A, Lomax A, Paganetti H. Variations in linear energy transfer within clinical proton therapy fields and the potential for biological treatment planning. International Journal of Radiation Oncology Biology Physics 2011

Trofimov A, NguyenPL, EfstathiouJA, Wang Y, LuHM, EngelsmanM, MerrickS, ChengCW, WongJR, ZietmanAL. Interfractional variations in the set-up of pelvic bony anatomy and soft tissue, and their implication on the delivery of proton therapy for localized prostate cancer. International Journal of Radiation Oncology Biology Physics 2011; 80:928-937.

Ding A, Gu J, Trofimov A, Xu XG.  Monte Carlo calculation of imaging doses from diagnostic multi-detector CT and kilovoltage cone-beam CT as part of prostate cancer treatment plans. Medical Physics 2010; 37:6199-6204.

MacDonald SM, Trofimov A, Safai S, Adams J, Fullerton B, Ebb D, Tarbell NJ, Yock T. Proton Radiotherapy for Pediatric Central Nervous System Germ Cell Tumors: Early Clinical Outcomes. International Journal of Radiation Oncology Biology Physics 2011; 79:121-129

Nguyen PL, Chen RC, Hoffman KE, Trofimov A, Efstathiou JA, Coen JJ, Shipley WU, Zietman AL, Talcott JA. Rectal Dose-Volume Histogram Parameters Are Associated with Long-Term Patient-Reported Gastrointestinal Quality of Life After Conventional and High-Dose Radiation for Prostate Cancer: A Subgroup Analysis of a Randomized Trial. International Journal of Radiation Oncology Biology Physics 2010; 78:1081-5

Suit H, Delaney T, Goldberg S, Paganetti H, Clasie B, Gerweck L, Niemierko A, Hall E, Flanz J, Hallman J, Trofimov A. Proton vs carbon ion beams in the definitive radiation treatment of cancer patients. Radiotherapy and Oncology 2010; 95:3-22.

Kooy HM, Clasie BM, Lu HM, Madden TM, Bentefour H, Depauw N, Adams JA, Trofimov AV, Demaret D, Delaney TF, Flanz JB. A case study in proton pencil-beam scanning delivery. International Journal of Radiation Oncology Biology Physics. 2010; 76:624-30.

Efstathiou JA, Trofimov AV, Zietman AL. Life, liberty, and the pursuit of protons: an evidence-based review of the role of particle therapy in the treatment of prostate cancer. Cancer J. 2009; 15:312-8.

Seco J, Robinson D, Trofimov A, Paganetti H. Breathing interplay effects during proton beam scanning: simulation and statistical analysis. Physics in Medicine and Biology 2009; 54:N283-294.

Vrancic C, Trofimov A, Chan TCY, Sharp G, Bortfeld T. Experimental evaluation of a robust optimization method for IMRT of moving targets. Physics in Medicine and Biology 2009; 54: 2901-2914.

Bortfeld T, Chan TCY, Trofimov A, Tsitsiklis JN. Robust management of motion uncertainty in intensity-modulated radiation therapy. Operations Research 2008; 56:1461-1473

Nguyen PL, Trofimov A, Zietman AL. Proton beam or intensity-modulated therapy in the treatment of prostate cancer? Oncology 2008; 22:748-754.

Trofimov A, Vrancic C, Chan TCY, Sharp GC, Bortfeld T. Tumor trailing startegy for intensity-modulated radiation therapy of moving targets. Medical Physics 2008; 35:1718-1733

MacDonald SM, Safai S, Trofimov A, Wolfgang J, Fullerton B, Yeap BY, Bortfeld T, Tarbell NJ, Yock T. Proton radiotherapy for childhood ependymoma: initial clinical outcomes and dose comparisons. International Journal of Radiation Oncology Biology Physics 2008; 71:979-987

Suit H, Kooy H,Trofimov A, Farr J, Munzenrider J, DeLaney T, Loeffler J, Clasie B, Safai S, Paganetti H. Should positive phase III clinical trial data be required before proton beam therapy is more widely adopted? No. Radiotherapy and Oncology 2008; 86:148-153.

Trofimov A, Nguyen PL, Coen JJ, Doppke KP, Schneider RJ, Adams JA, Bortfeld TR, Zietman AL, DeLaney TF, Shipley WU. Radiotherapy treatment of early stage prostate cancer with IMRT and protons: a treatment planning comparsion. International Journal of Radiation Oncology Biology Physics 2007; 69:444-453 (follow-up: Letter to the Editor. In reply to Ms.Albertini et al. International Journal of Radiation Oncology Biology Physics 2007; 69:1334-1335)

Sharp GC, Lu HM, Trofimov A, Tang X, Jiang SB, Turcotte J, Gierga DP, Chen GTY, Hong TS. Assessing residual motion for gated proton-beam radiotherapy.Journal of Radiation Research 2007; 48:A55-59.

Censor Y, Bortfeld T, Martin B, Trofimov A. A unified approach for inversion problems in intensity-modulated radiation therapy. Physics in Medicine and Biology 2006; 51:2353-65.

Trofimov A, Rietzel E, Lu H, Martin B, Jiang S, Chen G, Bortfeld T. Temporo-spatial IMRT optimization: Concepts, implementation and initial results. Physics in Medicine and Biology 2005; 50:2779-98.

Paganetti H, Jiang H, Trofimov A. 4D Monte Carlo simulation of proton beam scanning: modeling of variations in time and space to study the interplay between scanning pattern and time-dependent patient geometry. Physics in Medicine and Biology 2005; 50:983-90.

DeLaney TF, Trofimov AV, Engelsman M, Suit HD. Advanced-technology radiation therapy in the management of bone and soft tissue sarcomas. Cancer Control 2005; 12:27-35

Weber DC, Trofimov AV, Delaney TF, Bortfeld T. A treatment planning comparison of intensity modulated photon and proton therapy for paraspinal sarcomas. International Journal of Radiation Oncology Biology Physics 2004; 58:1596-606.

Suit H, Goldberg S, Niemierko A, Trofimov A, Adams J, Paganetti H, Chen GTY, Bortfeld T, Rosenthal S, Loeffler J, DeLaney T. Protons to Replace Photon Beams in Radical Dose Treatments. Acta Oncologica 2003; 42:800-8.

Trofimov A, Bortfeld T. Optimization of beam parameters and treatment planning for intensity modulated proton therapy. Technology in Cancer Research and Treatment 2003; 2:437-44.

Trofimov A, Bortfeld T. Beam delivery sequencing for intensity modulated proton therapy. Physics in Medicine and Biology 2003; 48:1321-31.

Publications in High-Energy Physics (with g-2 Collaboration, Brookhaven National Laboratory)

Bennett GW, et al. Improved limit on the muon electric dipole moment. Physical Review D 2009; 80:052008.

Bennett GW et al. Search for Lorentz and CPT violation effects in muon spin precession. Physical Review Letters 2008; 100:091602.

Bennett GW et al Statistical equations and methods applied to the precision muon (g-2) experiment at BNL. Nuclear Instruments and Methods in Physics Research A 2007; 579:1096-1116.

Bennett GW et al. Final report of the E821 muon anomalous magnetic moment measurement at BNL. Physical Review D 2006; 73:072003.

Bennett GW et al. Measurement of the negative muon anomalous moment to 0.7 ppm. Physical Review Letters 2004; 92:161802.

Bennett GW et al. Measurement of the positive muon anomalous moment to 0.7 ppm. Physical Review Letters 2002; 89:101804.

Brown HN et al. Precise measurement of the positive muon anomalous magnetic moment. Physical Review Letters 2001; 86:2227-31.

Sedykh SA et al. Electromagnetic calorimeters for the BNL muon (g-2) experiment. Nuclear Instruments and Methods A 2000; 455:346-60.

Brown HN et al. Improved measurement of the positive muon anomalous magnetic moment. Physical Review D 2000; 62:091101.

Carey RM et al. New measurement of the anomalous magnetic moment of the positive muon. Physical Review Letters 1999; 82:1632-35.